In collaboration with pre-service counseling students, this session will highlight the findings of a research study which delineated how culturally responsive instructional design affected pre-service counseling students’ cultural competence. Using frameworks of ADDIE, VAK, and the Association of Multicultural Counseling Development’s Multicultural Counseling Competencies, factors that contribute to culturally responsive instructional design, the development of synchronous content, and the facilitation of asynchronous meetings were revealed. Best practices for future development of culturally competent instructional design strategies, as well as the assessment rubrics will be discussed.
In collaboration with pre-service counseling students, this session will highlight the findings of a research study which delineated how culturally responsive instructional design affected pre-service counseling students’ cultural competence. Using frameworks of ADDIE, VAK, and the Association of Multicultural Counseling Development’s Multicultural Counseling Competencies, factors that contribute to culturally responsive instructional design, the development of synchronous content, and the facilitation of asynchronous meetings were revealed. Essentially, how does the asynchronous and synchronous development of an online course build cultural competence of counseling students.
The principal investigator was the course’s sole instructional designer and course instructor. Participants were graduate level school counseling students enrolled in South Carolina State University’s CACREP approved Counselor Education program. The course entitled CED 525 Cross Cultural Considerations in Counseling course was delivered fully online. The course description “The major focus of this course is counseling in culturally pluralistic settings” included methods for designing and coordinating culturally responsive developmental counseling programs; encourage counseling students to expand and explore their cultural competence to serve their counselees in school settings of various demographics to achieve “cultural competence.” Evaluated by South Carolina State University’s Center for Teaching Learning and Extended Studies based on the Quality Matters (QM) standards, the course received a satisfactory rating, as well as qualified the principal investigator to teach online.
Using VAK, ADDIE, and Multicultural Counseling Competencies, the objectives of this education session are to illustrate to the audience how to:
- Design an asynchronous online learning experience that supports cultural competence.
- Plan a synchronous online learning experience that supports cultural competence.
- Build a rubric to assess online learning experiences culturally responsive instructional design relative to Quality Matters.
Proposed session outcomes are:
- To examine the extent to which culturally responsive instructional design of asynchronous content impacts and/or enhances cultural competence
- To examine the extent to which culturally responsive instructional design of synchronous content impacts and/or enhances cultural competence
- To examine the extent to which the development of an evaluative rubric can assess cultural responsive instructional design.